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class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/123128446/Principal_Themes_of_Vygotskys_Cultural_Historical_Psychology">Principal Themes of Vygotsky's Cultural-Historical Psychology</a></div><div class="wp-workCard_item"><span>Routledge eBooks</span><span>, Aug 8, 2023</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123128446"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" 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Diversity Statement Adams [Elementary School] values the diverse ethnic heritage of the students that we serve and believes [that] to be prepared for today's global society and workforce, students must be able to understand, appreciate, work with and learn from people with cultures and backgrounds different from their own. T his set of mission and diversity statements from Davenport, Iowa , is typical of how schools declare their dedication to inclusion and diversity. I have read such statements from schools and universities for many years now, and consider theirs to be representative of how schools position themselves as welcoming, caring, and inclusive. Most schools claim that all students will be honored for their individual and cultural heritages, and will in turn honor those of others. School, they say, will be a place in which intolerance will not be tolerated, and from which generations of compassionate, accommodating people will populate the world. Diversity statements are fine and noble. However, they often rest upon a social structure and bureaucratic infrastructure that prevent the realization of their lofty goals. In 2020, the monochromatic fabric of U.S. social structure has been exposed as deadly to Black people. Race is presently the most visible form of oppression in U.S. life. I recognize that fact, while remaining aware that other regimes stifle the possibilities of other sorts of people in school and society. In Ought, our attention is on autism and the factors that do and do not enable healthy, productive autistic lives. 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</script> <div class="js-work-strip profile--work_container" data-work-id="114799486"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/114799486/Reading_as_Mediated_and_Mediating_Action_Composing_Meaning_for_Literature_Through_Multimedia_Interpretive_Texts"><img alt="Research paper thumbnail of Reading as Mediated and Mediating Action: Composing Meaning for Literature Through Multimedia Interpretive Texts" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/114799486/Reading_as_Mediated_and_Mediating_Action_Composing_Meaning_for_Literature_Through_Multimedia_Interpretive_Texts">Reading as Mediated and Mediating Action: Composing Meaning for Literature Through Multimedia Interpretive Texts</a></div><div class="wp-workCard_item"><span>Reading Research Quarterly</span><span>, Apr 6, 1998</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799486"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799486"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799486; 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Disability Studies in Education" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/114799483/Dismantling_the_Disabling_Environments_of_Education_Creating_New_Cultures_and_Contexts_for_Accommodating_Difference_Disability_Studies_in_Education">Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference. Disability Studies in Education</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799483"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799483"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799483; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114799483]").text(description); $(".js-view-count[data-work-id=114799483]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114799483; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114799483']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114799483]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114799483,"title":"Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference. Disability Studies in Education","internal_url":"https://www.academia.edu/114799483/Dismantling_the_Disabling_Environments_of_Education_Creating_New_Cultures_and_Contexts_for_Accommodating_Difference_Disability_Studies_in_Education","owner_id":189179,"coauthors_can_edit":true,"owner":{"id":189179,"first_name":"Peter","middle_initials":null,"last_name":"Smagorinsky","page_name":"PeterSmagorinsky","domain_name":"uga","created_at":"2010-05-22T00:09:15.706-07:00","display_name":"Peter Smagorinsky","url":"https://uga.academia.edu/PeterSmagorinsky"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114799482"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114799482/A_Tribute_to_George_Hillocks_Jr"><img alt="Research paper thumbnail of A Tribute to George Hillocks, Jr" class="work-thumbnail" src="https://attachments.academia-assets.com/111395865/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114799482/A_Tribute_to_George_Hillocks_Jr">A Tribute to George Hillocks, Jr</a></div><div class="wp-workCard_item"><span>Research in The Teaching of English</span><span>, Nov 1, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">have asked me to serve as Forum editor for this year's volume of the journal. The four Forums wil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">have asked me to serve as Forum editor for this year's volume of the journal. The four Forums will include retrospectives from three former editorial teams, to follow in subsequent issues, and this issue's tribute to George Hillocks, Jr., a major figure in literacy studies and teacher education who passed away November 12, 2014, in Chicago. His career began in 1956 when he taught English in grades 7-10 and 12 in Euclid, Ohio, a position he held through 1965 when he moved to Bowling Green State University, where he taught in a variety of positions in the Department of English. In 1971 he moved to the University of Chicago, where he taught until his retirement in 2003. Even in retirement he was an active scholar, continuing to write and conduct workshops for teachers, and he was planning new projects at the time of his death at age 80. This tribute includes essays by four of his former students: Dorothea Anagnostopoulos, University of Connecticut, who earned a Master of Arts in Teaching (MAT) and Doctor of Philosophy (PhD) under George's mentorship; Michael W. Smith, also both an MAT and PhD student of George's; Carol D. Lee, who earned her doctorate under George; and yours truly, also with an MAT and PhD with George as major professor. Choosing four from among George's many students was not easy, and I hope that these four essays represent what his many friends, admirers, and students feel about this sadly departed giant in research in the teaching of English.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9bb1d56c4481db8471c1e2796571d83" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111395865,"asset_id":114799482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111395865/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799482; 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- Stuart Greene and Lorraine Higgins The Use of Retrospective Accounts in Building Theory in Composition Using Intervention Protocols to Study the Effects of Instructional Scaffolding on Writing and Learning - Deborah Swanson-Owens and George E Newell Stimulated Recall in Research on Writing - Anne DiPardo An Antidote to &#39;I Don&#39;t Know, It Was Fine&#39; PART THREE: ANALYSIS OF COLLABORATIVE DISCOURSE Interpreting and Counting - George Hillocks Jr Objectivity in Discourse Analysis Discourse Analysis of Teacher-Student Writing Conferences - Melanie Sperling Finding the Message in the Medium What&#39;s All This Talk I Hear? Using Sociolinguistic Analysis to Locate and Map Themes in Teacher/Student Talk About Writing - Elizabeth Hodges PART FOUR: INTERVIEWS IN THE FIELD Ethnographic Interviews and Writing Research - Elaine Chin A Critical Examination of the Methodology PART FIVE: COUNTERPOINT Whither Wisdom? - David N Dobrin Withered Wisdom - Robert J Bracewell A Reply to Dobrin</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799480"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799480"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799480; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114799493]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114799493,"title":"Emotions and Reason in Human Development and Education","internal_url":"https://www.academia.edu/114799493/Emotions_and_Reason_in_Human_Development_and_Education","owner_id":189179,"coauthors_can_edit":true,"owner":{"id":189179,"first_name":"Peter","middle_initials":null,"last_name":"Smagorinsky","page_name":"PeterSmagorinsky","domain_name":"uga","created_at":"2010-05-22T00:09:15.706-07:00","display_name":"Peter Smagorinsky","url":"https://uga.academia.edu/PeterSmagorinsky"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114799491"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/114799491/Neurodiversity_and_the_Deep_Structure_of_Schools"><img alt="Research paper thumbnail of Neurodiversity and the Deep Structure of Schools" class="work-thumbnail" src="https://attachments.academia-assets.com/111395841/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114799491/Neurodiversity_and_the_Deep_Structure_of_Schools">Neurodiversity and the Deep Structure of Schools</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">a diverse community, will strive to meet individual differences and abilities in a positive learn...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">a diverse community, will strive to meet individual differences and abilities in a positive learning environment to prepare students for a future of lifelong learning. Diversity Statement Adams [Elementary School] values the diverse ethnic heritage of the students that we serve and believes [that] to be prepared for today's global society and workforce, students must be able to understand, appreciate, work with and learn from people with cultures and backgrounds different from their own. T his set of mission and diversity statements from Davenport, Iowa , is typical of how schools declare their dedication to inclusion and diversity. I have read such statements from schools and universities for many years now, and consider theirs to be representative of how schools position themselves as welcoming, caring, and inclusive. Most schools claim that all students will be honored for their individual and cultural heritages, and will in turn honor those of others. School, they say, will be a place in which intolerance will not be tolerated, and from which generations of compassionate, accommodating people will populate the world. Diversity statements are fine and noble. However, they often rest upon a social structure and bureaucratic infrastructure that prevent the realization of their lofty goals. In 2020, the monochromatic fabric of U.S. social structure has been exposed as deadly to Black people. Race is presently the most visible form of oppression in U.S. life. I recognize that fact, while remaining aware that other regimes stifle the possibilities of other sorts of people in school and society. In Ought, our attention is on autism and the factors that do and do not enable healthy, productive autistic lives. 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Disability Studies in Education</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799483"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799483"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799483; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114799483]").text(description); $(".js-view-count[data-work-id=114799483]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114799483; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114799483']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114799483]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114799483,"title":"Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference. 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The four Forums wil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">have asked me to serve as Forum editor for this year's volume of the journal. The four Forums will include retrospectives from three former editorial teams, to follow in subsequent issues, and this issue's tribute to George Hillocks, Jr., a major figure in literacy studies and teacher education who passed away November 12, 2014, in Chicago. His career began in 1956 when he taught English in grades 7-10 and 12 in Euclid, Ohio, a position he held through 1965 when he moved to Bowling Green State University, where he taught in a variety of positions in the Department of English. In 1971 he moved to the University of Chicago, where he taught until his retirement in 2003. Even in retirement he was an active scholar, continuing to write and conduct workshops for teachers, and he was planning new projects at the time of his death at age 80. This tribute includes essays by four of his former students: Dorothea Anagnostopoulos, University of Connecticut, who earned a Master of Arts in Teaching (MAT) and Doctor of Philosophy (PhD) under George's mentorship; Michael W. Smith, also both an MAT and PhD student of George's; Carol D. Lee, who earned her doctorate under George; and yours truly, also with an MAT and PhD with George as major professor. Choosing four from among George's many students was not easy, and I hope that these four essays represent what his many friends, admirers, and students feel about this sadly departed giant in research in the teaching of English.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9bb1d56c4481db8471c1e2796571d83" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111395865,"asset_id":114799482,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111395865/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799482"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799482"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799482; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114799481]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114799481,"title":"Preservice Secondary Language Arts Teaching Methods 1","internal_url":"https://www.academia.edu/114799481/Preservice_Secondary_Language_Arts_Teaching_Methods_1","owner_id":189179,"coauthors_can_edit":true,"owner":{"id":189179,"first_name":"Peter","middle_initials":null,"last_name":"Smagorinsky","page_name":"PeterSmagorinsky","domain_name":"uga","created_at":"2010-05-22T00:09:15.706-07:00","display_name":"Peter Smagorinsky","url":"https://uga.academia.edu/PeterSmagorinsky"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114799480"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/114799480/Speaking_about_writing_reflections_on_research_methodology"><img alt="Research paper thumbnail of Speaking about writing : reflections on research methodology" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/114799480/Speaking_about_writing_reflections_on_research_methodology">Speaking about writing : reflections on research methodology</a></div><div class="wp-workCard_item"><span>SAGE Publications eBooks</span><span>, 1994</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction - Peter Smagorinsky Potential Problems and Problematic Potentials of Using Talk Abou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction - Peter Smagorinsky Potential Problems and Problematic Potentials of Using Talk About Writing as Data About Writing Process PART ONE: THINK-ALOUD PROTOCOL ANALYSIS Think-Aloud Protocol Analysis - Peter Smagorinsky Beyond the Black Box Think-Aloud Protocols, Protocol Analysis, and Research Design - Stephen P Witte and Roger D Cherry An Exploration of the Influence of Writing Tasks on Writing Processes Substance and Romance in Analyzing Think-Aloud Protocols - Robert J Bracewell and Alain Breuleux Reactivity in Concurrent Think-Aloud Protocols - James F Stratman and Liz Hamp-Lyons Issues for Research PART TWO: RETROSPECTIVE ACCOUNTS OF WRITING PROCESS &#39;Once Upon a Time&#39; - Stuart Greene and Lorraine Higgins The Use of Retrospective Accounts in Building Theory in Composition Using Intervention Protocols to Study the Effects of Instructional Scaffolding on Writing and Learning - Deborah Swanson-Owens and George E Newell Stimulated Recall in Research on Writing - Anne DiPardo An Antidote to &#39;I Don&#39;t Know, It Was Fine&#39; PART THREE: ANALYSIS OF COLLABORATIVE DISCOURSE Interpreting and Counting - George Hillocks Jr Objectivity in Discourse Analysis Discourse Analysis of Teacher-Student Writing Conferences - Melanie Sperling Finding the Message in the Medium What&#39;s All This Talk I Hear? Using Sociolinguistic Analysis to Locate and Map Themes in Teacher/Student Talk About Writing - Elizabeth Hodges PART FOUR: INTERVIEWS IN THE FIELD Ethnographic Interviews and Writing Research - Elaine Chin A Critical Examination of the Methodology PART FIVE: COUNTERPOINT Whither Wisdom? - David N Dobrin Withered Wisdom - Robert J Bracewell A Reply to Dobrin</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799480"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799480"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799480; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114799479]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114799479,"title":"Inclusion, “Defectology,” and Second Language Learners","internal_url":"https://www.academia.edu/114799479/Inclusion_Defectology_and_Second_Language_Learners","owner_id":189179,"coauthors_can_edit":true,"owner":{"id":189179,"first_name":"Peter","middle_initials":null,"last_name":"Smagorinsky","page_name":"PeterSmagorinsky","domain_name":"uga","created_at":"2010-05-22T00:09:15.706-07:00","display_name":"Peter Smagorinsky","url":"https://uga.academia.edu/PeterSmagorinsky"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="114799478"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/114799478/Arguing_controversies_through_civic_discourse"><img alt="Research paper thumbnail of Arguing controversies through civic discourse" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/114799478/Arguing_controversies_through_civic_discourse">Arguing controversies through civic discourse</a></div><div class="wp-workCard_item"><span>Writing & Pedagogy</span><span>, May 4, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article draws on Toulmin’s model of argumentation to propose a way of engaging with controve...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article draws on Toulmin’s model of argumentation to propose a way of engaging with controversial topics in ways that require not only the assertion of a point of view, but attentive listening to contrasting beliefs. Given the paucity of models of respectful listening in public discourse, school becomes a place where teachers can provide opportunities for contentious discussions to be conducted through civic discourse. The article begins with an outline of Toulmin’s model, with an emphasis on warranting examples so that they serve as evidence for a claim, and engages with opposing viewpoints for a reasoned rebuttal and synthesis. The article then suggests that the topic of school dress codes would be a fruitful topic of student inquiry and argumentation, given the ideological basis of a dress code and the many differences of opinion surrounding them. Such instruction is illustrated through a method that relies on inductive reasoning and discussion as the basis for generating ideas in argumentative writing. The article concludes with a view of writing pedagogy that promotes responsible argumentation in light of critical responses that lead to a synthesis and extension of learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114799478"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114799478"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114799478; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114799478]").text(description); $(".js-view-count[data-work-id=114799478]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114799478; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114799478']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=114799478]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114799478,"title":"Arguing controversies through civic discourse","internal_url":"https://www.academia.edu/114799478/Arguing_controversies_through_civic_discourse","owner_id":189179,"coauthors_can_edit":true,"owner":{"id":189179,"first_name":"Peter","middle_initials":null,"last_name":"Smagorinsky","page_name":"PeterSmagorinsky","domain_name":"uga","created_at":"2010-05-22T00:09:15.706-07:00","display_name":"Peter Smagorinsky","url":"https://uga.academia.edu/PeterSmagorinsky"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="11344808" id="peerrefereedjournalarticles"><div class="js-work-strip profile--work_container" data-work-id="7919098"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7919098/Harman_R_and_Smagorinsky_P_2014_A_Critical_Performative_Process_Supporting_the_Second_Language_Literacies_and_Voices_of_Emergent_Bilingual_Learners_Youth_Theater_Journal_28_2_147_164_DOI_10_1080_08929092_2014_956956"><img alt="Research paper thumbnail of Harman, R. & Smagorinsky, P. (2014). A Critical Performative Process: Supporting the Second Language Literacies and Voices of Emergent Bilingual Learners. Youth Theater Journal 28:2, 147-164, DOI: 10.1080/08929092.2014.956956" class="work-thumbnail" src="https://attachments.academia-assets.com/35531433/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7919098/Harman_R_and_Smagorinsky_P_2014_A_Critical_Performative_Process_Supporting_the_Second_Language_Literacies_and_Voices_of_Emergent_Bilingual_Learners_Youth_Theater_Journal_28_2_147_164_DOI_10_1080_08929092_2014_956956">Harman, R. & Smagorinsky, P. (2014). A Critical Performative Process: Supporting the Second Language Literacies and Voices of Emergent Bilingual Learners. Youth Theater Journal 28:2, 147-164, DOI: 10.1080/08929092.2014.956956</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uga.academia.edu/RuthHarman">Ruth Harman</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uga.academia.edu/PeterSmagorinsky">Peter Smagorinsky</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Southeastern U.S. middle school designed to enable Latina students to enact experiential performa...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Southeastern U.S. middle school designed to enable Latina students to enact experiential performances depicting common problems they face in their daily lives with discrimination and hostility as well as possible solutions to those challenges to their feelings of inclusion and well-being. The work relies on theories that emphasize the role of drama as personal and educational, particularly with regard to young people's growing political awareness and understanding of the agency they have in contesting bigoted conduct toward them and their immigrant communities. The authors present data from an ongoing ethnographic study of a Southeastern U.S. middle school classroom and demonstrate the students' use of various modalities-discussion, performance, art, and others-through which to mediate their growth into more socially aware and active citizens, as evidenced by their understanding of appropriate forms of resistance and their public performances for academic communities that embody their learning of new dispositions and strategies. Central to the argument is the need for teachers to learn about social conditions from their engagement with immigrant students and to develop intimate knowledge of how social institutions and practices work both for and against them. There is a consequent need for teachers to use this knowledge to inform their interpretation of academic standards concerned with taking a critical global perspective and to inform their pedagogy to include more performative opportunities through which youth may learn to depict and act on their worlds. The article concludes with suggestions for the role of theatre in youth education that dialectically informs teachers' and researchers' growth into more sensitive and nuanced educators.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="958797b3ed934e823b18e451e5e9c098" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35531433,"asset_id":7919098,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35531433/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7919098"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7919098"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7919098; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7919098]").text(description); $(".js-view-count[data-work-id=7919098]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7919098; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7919098']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "958797b3ed934e823b18e451e5e9c098" } } $('.js-work-strip[data-work-id=7919098]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7919098,"title":"Harman, R. \u0026 Smagorinsky, P. 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